About Us

The simple act of soliciting student feedback on their engagement, paired with receiving actionable tips for improvement, offers educators the potential to dramatically improve student learning.

Research demonstrates that engaged students are more successful academically. However, it is hard for educators to know which aspects of their lessons keep students engaged, and to stay abreast of the latest instructional technology resources that can improve engagement.

Our goal is to help educators create more engaging lessons through SEEDS (Student Engagement EdTech Diagnostic Survey), an online platform for easy administration of anonymous student surveys and generation of personalized professional learning tips. SEEDS empowers educators to better understand how their students’ experience a lesson and receive actionable tips to improve student engagement.

With each survey administration, educators receive personalized tips to improve student engagement at the lesson level from our subject area Tip Masters. Tips are personalized to the educator’s grade level, subject area, survey questions, lesson description, and educational technology used.


Meet the Team

EdTechLive’s founders have over 50 years of experience designing, developing, and implementing technology-enabled teaching and learning experiences essential for teachers, administrators, and school districts to build teacher capacity and student outcomes. 


EdTechLive Core Members

Nona Ullman
Chief Executive Officer (CEO)

Phillip Dunn
Chief Product Officer (CPO)

Liz Earley
Chief Operating Officer (COO)

Ken Nakai
Chief Technology Officer (CTO)

Rachelle Dene Poth
Chief Professional Learning Curator

Marcia Dixson
Educational Research Consultant

Suzanne Lee
Chief UX/UI
Researcher & Designer


EdTechLive Tip Masters

Alice Aspinall
Mathematics

Daniel Lockett
Science & STEAM

Denise Wright
Science & STEAM

Joe Brausam
Music

Justin Schleider
Physical Education

Kendre Milburn
Science & Social Studies

Laura Steinbrink
English Language Arts

Luis Oliveira
English Learners

Melisa Hayes
Assistive Tech

Richard Faber
Health

Zee Ann Poerio
Art


Related Research

Brenner, L. (2015, October 27). 3 ways to increase student engagement in your classroom.  ISTE. https://www.iste.org/explore/Innovator-solutions/3-ways-to-increase-student-engagement-in-your-classroom

Clark, R. C., & Mayer, R. E. (2016). e-Learning and the Science of Instruction, Proven Guidelines for Consumers and Designers of Multimedia Learning. Wiley Online Library. https://onlinelibrary.wiley.com/doi/book/10.1002/9781119239086

Dixson, M. (2010, June). Creating effective student engagement in online courses: What do students find engaging? –– Vol. 10, No. 2, 1-13, Journal of the Scholarship of Teaching and Learning, Vol. 10, No. 2. ERIC. https://eric.ed.gov/?id=EJ890707

Dixson, M. (2015, September). Measuring Student Engagement in the Online Course: The Online Student Engagement Scale (OSE) –– Vol 19, Issue 4. ERIC. https://files.eric.ed.gov/fulltext/EJ1079585.pdf

Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School Engagement: Potential of the Concept, State of the Evidence. SAGE Journals. https://journals.sagepub.com/doi/10.3102/00346543074001059

McLeod, S. (2019). The Zone of Proximal Development and Scaffolding. Simply Psychology. https://www.simplypsychology.org/Zone-of-Proximal-Development.html

NAIS Report on the 2017 High School Survey of Student Engagement. (2017). NAIS. https://www.nais.org/articles/pages/research/2017-high-school-survey-of-student-engagement-(hssse)/

Reyes, M. R., Brackett, M. A., Rivers, S. E., White, M, & Salovey, P. (2012). Classroom Emotional Climate, Student Engagement, and Academic Achievement. Journal of Educational Psychology. https://psycnet.apa.org/fulltext/2012-05721-001.pdf?auth_token=b98fe6dfa9f78edb1c367b779f352ce239fad8ff

Teachers Know Best: What Educators Want From Digital Instructional Tools (2.0) — Report. (2015). Bill & Melinda Gates Foundation. http://k12education.gatesfoundation.org/resource/what-educators-want-from-digital-instructional-tools-2-0/

Theobald, E. J., Hill M. J., Tran, E., Agrawal, S., Arroyo, E. N., Behling, S., Chambwe, N., Cintrón, D. L., Cooper, J. D., Dunster, G., Grummer, J. A., Hennessey, K., Hsiao, J., Iranon, N., Jones II, L., Jordt, H., Keller, M., Lacey, M. E., Littlefield, C. E., … Freeman, S. (2020, March). Active learning narrows achievement gaps for underrepresented students in undergraduate science, technology, engineering, and math. Proceedings of the National Academy of Sciences. https://www.pnas.org/content/117/12/6476

Toshalis, E., & Nakkula, M. J. (2012, April 3). Motivation, Engagement, and Student Voice. The Students at the Center. https://studentsatthecenterhub.org/resource/motivation-engagement-and-student-voice/


EdTechLive (ETL) defines diversity, equity, and inclusion as a series of foundational principles that guarantee that the company incorporates as varied perspectives as possible, with equal attention and representation of each within the company’s business activities.

While the company is a female-founded firm comprised of an ethnically-diverse team, ETL most prizes the diversity of life perspectives and equity of decision-making autonomy as a core value.

ETL’s founding team includes former teachers, school administrators, programmers, corporate consultants, entrepreneurs, and a myriad of other professional perspectives. Its founding team also hails from all rungs of the socio-economic spectrum.

These diverse perspectives, imbued with equal voice and included in all decision-making, are why EdTechLive will successfully address the variety of educator professional learning needs in the marketplace.

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